DOCSLIB.ORG

Using Education to Prevent Date Rape

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Using Education to Prevent Date Rape UCLA UCLA Women's Law Journal Title Dismantling Gender and Race Stereotypes: Using Education to Prevent Date Rape Permalink https://escholarship.org/uc/item/7w76s63k Journal UCLA Women's Law Journal, 7(1) Author Gill, Sarah Publication Date 1996 DOI 10.5070/L371017667 Peer reviewed eScholarship.org Powered by the California Digital Library University of California ESSAY DISMANTLING GENDER AND RACE STEREOTYPES: USING EDUCATION TO PREVENT DATE RAPE Sarah Gill* ABSTRACT The date rape problem persists, despite rape law reforms. One contributing factor to the law's failure to decrease the in- cidence of, and increase the reporting and prosecution of date rape, is that gender and race stereotypes are embedded in our societal consciousness. These gender and race stereotypes lead to miscommunication, which is a major factor in the oc- currence of date rape. In this Essay, Sarah Gill identifies the gender and race stereotypes which contribute to the incidence of date rape and to the judicial system's inability to prevent or prosecute the crime adequately. Then, she reviews various re- forms targeted at improving the judicial response to the prob- lem and explains why each has failed in this goal. She proposes that educational programs aimed at dispelling gen- der and race stereotypes are a more effective solution to com- bat the problem of date rape. Finally, Gill presents a date rape educational program which she created and implemented at a high school to serve as a starting point for future programs. TABLE OF CONTENTS I. INTRODUCTION ..................................... 29 * J.D. candidate, UCLA School of Law, 1997; B.A., Bioethics and Philosophy, University of Pennsylvania, 1992. I would like to thank Professor Laura G6mez for giving the issues of sexism and racism and the topic of rape thorough treatment in her criminal law course and for her valuable support with this and many other projects. I also would like to thank Michelle Ahnn, Samantha Slipock, Karin Graver, Sue Beveridge, Sandra Bernal, Mindy Kim, and Tom Martin for their excel- lent editing of this piece. I dedicate this essay to Melissa Gill for working with me to create the date rape prevention program at the Maret School. UCLA WOMEN'S LAW JOURNAL [Vol. 7:27 II. THE ROLE OF SOCIALIZATION IN CREATING THE PROBLEM OF DATE RAPE .......................... 34 A. Historical Background of Gender and Race Stereotypes ..................................... 35 B. Stereotype: Men Are Aggressive and Women A re Subm issive ................................ 37 C. Stereotype: Women Are Passive Objects to Be "H ad". ......... ............................... 39 D. Stereotype: Black Women Are Not Raped ...... 40 E. Stereotype: Women Who Are Promiscuous Are also Untrustworthy ............................. 44 III. DATE RAPE MYTHS ................................ 45 A. Myth: Aggression and Violence Are Merely the "Art of Seduction" ..... ....................... 46 B. Myth: If a Man Has Had Sex With a Woman Before, Any Future Sexual Act Cannot Be R ap e ........................................... 47 C. Myth: Men Cannot Control Their Sexual Urges After a Woman Has "Turned Them On"....... 48 D. Myth: Normal Men Do Not Rape .............. 49 E. The Role of Stereotypes and Myths in the Criminal Justice System ........................ 51 IV. DOCTRINAL UNDERSTANDING OF CONSENT IN RAPE CASES AND RAPE LAW REFORM ............ 52 A. The Utmost Resistance Requirement and the Reasonable Belief Defense ..................... 53 B. Rape Shield Laws .............................. 57 C. Stricter Rape Laws ............................. 58 V. PROPOSAL: DATE RAPE PREVENTION EDUCATION IN SCHOOLS ........................................... 62 A. Education as a Solution to the Date Rape Problem ....................................... 62 B. Factors to Consider in Creating a Date Rape Education Program ............................ 65 C. Stopping Teen Acquaintance Rape: The Elements of a High School Date Rape Prevention Program............................ 70 D. Evaluation of the STAR Program .............. 78 VI. CONCLUSION .......................................... 79 1996]USING EDUCATION TO PREVENT DATE RAPE 29 I. INTRODUCTION Imagine a world in which women are respected for their per- sonalities and accomplishments and are not judged negatively for their promiscuity or lack thereof. Imagine a world in which men are always very careful to ensure that their sexual advances are welcome rather than merely permitted, in which women feel comfortable saying "no" and saying "yes," and in which men and women communicate with each other to ensure that misunder- standings do not occur in sexual situations. In this world, states would punish husbands who rape their wives, and men would not assume that a woman will consent to sex just because she has done so in the past. In this world, date rape would occur less frequently, if at all. Unfortunately, this imaginary world is ex- actly that: imaginary. In order for such a world to exist, many gender and race stereotypes which aggravate the problem of date rape would have to be dispelled. One of the most effective ways to do this is through education. Date rape,1 also known as acquaintance rape, is rape2 with the added dimension that the victim knows the attacker. 3 In both stranger rape and date rape, consent of the victim is an im- portant element of the crime. However, since the identity of the attacker is not in question in date rape, as it is in stranger rape, the consent of the victim becomes more of a pivotal issue. 1. I define date rape as sexual intercourse that occurs against the will of the victim and without her consent. Without consent can include, but is not limited to, the following situations: (1) when the victim is threatened by violence (she might not verbalize her consent because she fears physical danger), (2) when the victim resists verbally or physically, or (3) when the victim is unconscious or so mentally deficient that she cannot give consent. Other scenarios, such as the use of coercion, may be morally reprehensible though they do not fit a legal definition of rape. 2. Joshua Dressler, in his criminal law treatise, describes the general form of rape laws: [S]exual intercourse by D [defendant], a male, with V [victim], a fe- male not his wife, constitutes rape if it is committed: (1) forcibly; (2) by means of certain forms of deception; (3) while V is unconscious; or (4) under circumstances in which V is not competent to give consent (e.g., she is drugged, seriously retarded, or too young). JOSHUA DRESSLER, UNDERSTANDING CRIMINAL LAW 523 (1987) (footnotes omitted). 3. See LINDA A. FAIRSTEIN, SEXUAL VIOLENCE: OUR WAR AGAINST RAPE 130 (1993). Fairstein explains that the victim of date rape knows the rapist, possibly from a prior relationship, a friendship, or a brief meeting at a party, office, or public place. UCLA WOMEN'S LAW JOURNAL [Vol. 7:27 Date rape occurs with great frequency in the United States. 4 One out of every four college women 5 are victims of rape or at- tempted rape, and almost all of these victims know their at- tacker.6 According to a different study, 15% of female college students had been raped, and 85% of these women were raped by men they knew.7 The United States Department of Health Education estimated in 1987 that 84% of rapes involved "acquaintances." 8 People used to be silent about date rape. In part, this silence existed because people used to, and sometimes still do, view date rape as less serious than "real rape." 9 In fact, the Model Penal Code, on which a number of states base their criminal laws, clas- sifies rape as a first degree felony unless the victim had previous consensual sexual contact with the defendant, in which case rape is only a second degree felony. 10 Thus, most date rapes would be prosecuted as a second degree felony. However, despite the im- 4. The validity of these statistics about date rape has been criticized by people who feel that the problem has been overstated. Critics such as Katie Roiphe do not believe that one in four women are raped or victims of attempted rape. However, Roiphe offers no evidence to refute these statistics. Roiphe supports her argument anecdotally, "If I was really standing in the middle of an epidemic, a crisis, if 25 percent of my female friends were really being raped, wouldn't I know it?" KATIE ROIPHE, THE MORNING AFTER: SEX, FEAR AND FEMINISM ON CAMPUS 51-52 (1993). 5. Men are also victims of date rape. However, as the stereotypes discussed in this essay are more pertinent to the rape of women, and since most rape victims are women, this discussion will focus on female victims. 6. In the mid-1980s, Ms. magazine conducted a survey, funded by the National Institute for Mental Health, of 6100 undergraduate women and men at 32 college campuses. The study found that "[one in four female respondents had had an expe- rience that met the legal definition of rape or attempted rape." Eighty-four percent of rape victims knew the attacker, and 57% of the rapes reported in the study oc- curred on dates. ROBIN WARSHAW, I NEVER CALLED IT RAPE: THE Ms. REPORT ON RECOGNIZING, FIGHTING AND SURVIVING DATE AND ACQUAINTANCE RAPE 2, 11 (1988). 7. Susan T. Bell et al., Understanding Attributions of Blame in Stranger Rape and Date Rape Situations: An Examination of Gender, Race, Identification, and Stu- dents' Social Perceptions of Rape Victims, 24 J. APPLIED SOC. PSYCHOL. 1719, 1721 (1994). 8. Cynthia E. Willis, The Effect of Sex Role Stereotype, Victim and Defendant Race, and Prior Relationship on Rape Culpability Attributions, 26 SEX ROLES 213, 214 (1992). 9. In his germinal treatise on criminal law, Joshua Dressler states: "[T]he hu- miliation, shock, and degradation of a rape is greater when it is inflicted by a stran- ger or other person with whom [the victim] has not chosen in the past to be sexually intimate." DRESSLER, supra note 2, at 539.
Load more

Recommended publications
  • Stereotypes and Prejudice
    Stereotypes and Prejudice Their Overt and Subtle Influence in the Classroom CONNIE T. WOLFE University of Michigan STEVEN J. SPENCER Hope College The authors examine overt and subtle forms of stereotyping and prejudice. Two theories that explain overt prejudice are reviewed: realistic conflict theory and social identity theory. Although overt prejudice seems to have declined, subtle stereotyping is still pervasive. The authors review one theory, aversive racism theory, that explains this phenomenon. They also discuss two perspectives, attributional ambiguity and stereotype threat, which provide accounts of the impact of subtle racism. Both overt and subtle prejudice present challenges for the classroom. The authors describe one intervention called the jigsaw classroom that encourages work toward common goals and helps reduce the expression and impact of overt discrimination. A second intervention program, wise schooling, is presented, which aims to reduce the impact of subtle stereotypes by reducing stereotype threat. Why do prejudice and discrimination exist? Has overt racism been replaced by more subtle forms of prejudice? How does stereotyping affect its targets? In this article we describe two theories, realistic conflict theory and social identity theory, which provide an answer to the first question. We address the second question by noting that although overt discrimination has decreased, subtle forms of prejudice are still quite common and we describe one theory, aversive racism, that provides a compelling account of this change in the expression of prejudice. Finally, we answer the third question by describing two phenomena, attributional ambiguity and stereotype threat, that result from the pervasive nature of subtle stereotyping. This article is a selective overview of what social psychology has to say about these crucial issues.
    [Show full text]
  • An Exploratory Analysis of Sexual Violence and Rape Myth Acceptance
    An Exploratory Analysis of Sexual Violence and Rape Myth Acceptance at a Small Liberal Arts University By Karla Wiscombe Submitted to the graduate degree program in Educational Leadership and Policy Studies and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Education. ________________________________ Chairperson Lisa Wolf-Wendel ________________________________ Susan Twombly ________________________________ Dongbin Kim ________________________________ Marc Mahlios ________________________________ Jennifer Ng Date Defended: June 4, 2012 The Dissertation Committee for Karla Wiscombe certifies that this is the approved version of the following dissertation: An Exploratory Analysis of Sexual Violence and Rape Myth Acceptance at a Small Liberal Arts University ________________________________ Chairperson Lisa Wolf-Wendel Date approved: June 4, 2012 ii ABSTRACT Male perpetrated sexual violence is a highly prevalent, but underreported, crime on college campuses. Experts state that in order to effectively deal with the problem of sexual violence, it is important to determine the severity and nature of the problem. The purpose of this study was to provide data based evidence to define the actual problem of sexual violence on a specific college campus in order to raise awareness and provide baseline data for further examination of the issue of sexual violence. Risk factors for sexual violence were examined as well as demographic information for male and female students to determine the prevalence of sexual violence and the relationship of these known risk factors with incidents of sexual violence. Alcohol, Greek membership, athletic participation, and rape myth acceptance were analyzed to determine which factors contributed to the problem of sexual violence within this particular setting.
    [Show full text]
  • The Stereotype of African American Characters In
    ADLN Perpustakaan Universitas Airlangga CHAPTER I INTRODUCTION 1.1 Background of the Study African Americans‘ history has become national history of America. Roger Daniels in his book entitled Coming to America year 2002 described that African slave trade existed for over four centuries. The history began with the slave trade in the past. African Americans were forced to leave Africa and move to New World or America by European colonization. From middle 15th century to 1870, about ten million people were kidnapped out of Africa; about 350,000 of them were sold in America (51). The slave trade was a business entered into white people for profit. For Europeans colony, Africans were used as their property and forced to work and without being paid. Oftentimes, they were separated from their family members. At that time, cotton, sugar cane and slavery became the dominant commodities of Southern America economy. Africans lived in Southern America which was very rich of soil and fertile, full of large farms and huge plantations. A History of U.S Families with a Focus on African American showed the domination of White people in economy: The political economy of slavery was characterized by segregation between whites and African Americans, the concentration of power 1 Skripsi THE STEREOTYPE OF AFRICAN AMERICAN CHARACTERSRESTYA ANDARU WINANDITA IN WILLIAM H. ARMSTRONG’S SOUNDER ADLN Perpustakaan Universitas Airlangga 2 and wealth… The dominant economic activity in the region was production of agricultural products especially cotton to export to the North and to Europe (Iasewords 57) African Americans are defined as the citizens of the United States of America who are also of African descendants.
    [Show full text]
  • SEXISM, STEREOTYPING, and the GENDER WAGE GAP a Thesis
    SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP A Thesis Presented to The Faculty of Graduate Studies O t- The University of Guelph In partial fulfilment of requirements for the degree of Doctor of Philosophy June, 2000 @Christine Alksnis, 2000 National Library Bibliothéque nationale I*I of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. nie Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada Your fila Vom nlemw Our W Notre raterence The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fiim, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts f?om it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Canada ABSTRACT SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP Christine Alksnis Advisor: University of Guelph, 2000 Dr. S. Desmarais For decades, women's average earnings have been a fraction of men's earnings. This dissertation is predicated on the assumption that gender stereotypes facilitate sexist behaviour by employers that in turn contributes, at least in part, to the persistence of this gender wage gap.
    [Show full text]
  • The Scapegoat Study Guide
    Scholars Crossing Faculty Publications and Presentations Helms School of Government 2003 René Girard: The Scapegoat Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "René Girard: The Scapegoat Study Guide" (2003). Faculty Publications and Presentations. 108. https://digitalcommons.liberty.edu/gov_fac_pubs/108 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. RENÉ GIRARD: THE SCAPEGOAT STUDY GUIDE, 2003 Steven Alan Samson CHAPTER ONE: GUILLAUME DE MACHAUT AND THE JEWS Study Questions 1. What are some of the catastrophic events Machaut describes? What led to the massacre of the Jews? How is the process of scapegoating described in a fable by Jean La Fontaine? [The tendency to euphemize an evil is similarly depicted in the Harry Potter stories, as, for example, with "He who must not be named"]. (1-3) 2. [SKIP] How does Machaut's account of the arrival of the plague illustrate the phenomenon of scapegoating? What makes Machaut's use of epydimie [epidemic] a "linguistic scapegoat" and how is its essential structure the same as a human sacrifice? Does he ever connect these events into a single entity? ["The Thirty Years War" and "The Hundred Years War" were, of course, not perceived as such at the time].
    [Show full text]
  • •Understanding Bias: a Resource Guide
    Community Relations Services Toolkit for Policing Understanding Bias: A Resource Guide Bias Policing Overview and Resource Guide The Community Relations Service (CRS) is the U.S. Justice Department’s “peacemaker” agency, whose mission is to help resolve tensions in communities across the nation, arising from differences of race, color, national origin, gender, gender identity, sexual orientation, religion, and disability. CRS may be called to help a city or town resolve tensions that stem from community perceptions of bias or a lack of cultural competency among police officers. Bias and a lack of cultural competency are often cited interchangeably as challenges in police- community relationships. While bias and a lack of cultural competency may both be present in a given situation, these challenges and the strategies for addressing them differ appreciably. This resource guide will assist readers in understanding and addressing both of these issues. What is bias, and how is it different from cultural competency? The Science of Bias Bias is a human trait resulting from our tendency and need to classify individuals into categories as we strive to quickly process information and make sense of the world.1 To a large extent, these processes occur below the level of consciousness. This “unconscious” classification of people occurs through schemas, or “mental maps,” developed from life experiences to aid in “automatic processing.”2 Automatic processing occurs with tasks that are very well practiced; very few mental resources and little conscious thought are involved during automatic processing, allowing numerous tasks to be carried out simultaneously.3 These schemas become templates that we use when we are faced with 1.
    [Show full text]
  • The Influence of Media on Views of Gender
    Article 7 Gendered Media: The Influence of Media on Views of Gender Julia T. Wood Department of Communication, University of North times more often than ones about women (“Study Re- Carolina at Chapel Hill ports Sex Bias,” 1989), media misrepresent actual pro- portions of men and women in the population. This constant distortion tempts us to believe that there really THEMES IN MEDIA are more men than women and, further, that men are the cultural standard. Of the many influences on how we view men and women, media are the most pervasive and one of the most powerful. Woven throughout our daily lives, media insinuate their messages into our consciousness at every MEDIA’S MISREPRESENTATION OF turn. All forms of media communicate images of the sexes, many of which perpetuate unrealistic, stereotypi- AMERICAN LIFE cal, and limiting perceptions. Three themes describe how media represent gender. First, women are underrepre- The media present a distorted version of cultural life sented, which falsely implies that men are the cultural in our country. According to media portrayals: standard and women are unimportant or invisible. Sec- ond, men and women are portrayed in stereotypical White males make up two-thirds of the popula- ways that reflect and sustain socially endorsed views of tion. The women are less in number, perhaps be- cause fewer than 10% live beyond 35. Those who gender. Third, depictions of relationships between men do, like their younger and male counterparts, are and women emphasize traditional roles and normalize nearly all white and heterosexual. In addition to violence against women. We will consider each of these being young, the majority of women are beauti- themes in this section.
    [Show full text]
  • Ethnic Minority Endorsement of Rape Myths Bianca Oney Nova Southeastern University, [email protected]
    Nova Southeastern University NSUWorks College of Psychology Theses and Dissertations College of Psychology 1-1-2014 Ethnic Minority Endorsement of Rape Myths Bianca Oney Nova Southeastern University, [email protected] This document is a product of extensive research conducted at the Nova Southeastern University College of Psychology. For more information on research and degree programs at the NSU College of Psychology, please click here. Follow this and additional works at: https://nsuworks.nova.edu/cps_stuetd Part of the Psychology Commons Share Feedback About This Item NSUWorks Citation Oney, B. (2014). Ethnic Minority Endorsement of Rape Myths. Available at: https://nsuworks.nova.edu/cps_stuetd/94 This Dissertation is brought to you by the College of Psychology at NSUWorks. It has been accepted for inclusion in College of Psychology Theses and Dissertations by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Running head: ETHNIC MINORITY ENDORSMENT OF RAPE MYTHS Ethnic Minority Endorsement of Rape Myths by Bianca Oney A Dissertation Presented to the School of Psychology of Nova Southeastern University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy NOVA SOUTHEASTERN UNIVERSITY 2014 Ethnic Minority Endorsement of Rape Myths 1 DISSERTATION APPROVAL SHEET This dissertation was submitted by Bianca Oney under the direction of the Chairperson of the dissertation committed listed below. It was submitted to the School of Psychology and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Clinical Psychology at Nova Southeastern University. Approved: __________________ ____________________________________ Date of Defense Lenore Walker, Ed.D., ABPP Chairperson ____________________________________ Alexandru Cuc, Ph.D.
    [Show full text]
  • Empirically Validated Strategies to Reduce Stereotype Threat
    Empirically Validated Strategies to Reduce Stereotype Threat 1. Remove Cues That Trigger Worries About Stereotypes • Reduce prejudice (Logel et al., 2009); remove physical cues that make it seem that a school setting is defined by the majority group (Cheryan et al, 2009); don’t ask people to report a negatively stereotyped group identity immediately before taking a test (Steele & Aronson, 1995; Danaher & Crandall, 2008) 2. Convey That Diversity is Valued • For instance, communicate a multicultural ideology that explicitly values diversity (Purdie-Vaughns et al., 2008) 3. Create a Critical Mass • Increase the visibility and representation of people from minority groups in a field (Murphy et al., 2007; Purdie-Vaughns et al., 2008), among test-takers (Inzlicht & Ben-Zeev, 2000), and in positions of authority (e.g., among teachers; Carrell et al., 2010; Dee, 2004; Massey & Fischer, 2005) 4. Create Fair Tests, Present Them as Fair and as Serving a Learning Purpose • Use gender- and race-fair tests, communicate their fairness, convey that they are being used to facilitate learning, not to measure innate ability or reify stereotypes (Good et al., 2008; Spencer et al., 1999; Steele & Aronson, 1995) 5. Value Students’ Individuality • Remind students of aspects of their individual identity (Ambady et al., 2005; Gresky et al., 2005) 6. Improve Cross-Group Interactions • Foster better intergroup relations (Mendoza-Denton & Page-Gould, 2008; Steele, 1997; Walton & Carr, 2012); remind students of similarities among groups (Rosenthal & Crisp, 2006); undo stereotypical associations through cognitive retraining (Forbes & Schmader, 2010); promote cooperative classrooms (Aronson & Patnoe, 1997; Cohen, 1994) 7. Present and Recruit Positive Role Models from Diverse Groups • Expose students to successful role models from their group who refute negative stereotypes (Marx & Goff, 2005; Marx & Roman, 2002; McIntyre et al., 2003) 8.
    [Show full text]
  • Gender Stereotypes
    Gender stereotypes and their effect on young people 7% 16% Only 7% of engineering modern Girls accounted for just 16% of students apprenticeships in the UK were filled by enrolled for a computing science degree in girls in 2016 1 the UK in 2016 2 10% 80% Only 10% of primary school teachers Boys account for 80% of permanent in Scotland are men 3 exclusions in England 4 87% 18% 87% of women asked (aged 11–21) think that In the UK, women earn an average of 18% women are judged more for their looks than less than men 6 ability 5 1 C Egglestone, E Jones and F Aldridg. Understanding the Underrepresentation of Women in Engineering Apprenticeships. Leicester: National Learning and Work Institute; 2018:10. www.learningandwork.org.uk/wp-content/uploads/2018/03/ Understanding-the-under-representation-of-women-in- engineering-apprenticeships-1.pdf. Accessed 7 August 2018. 2 Engineering UK. Engineering UK 2017: The State of Engineering.; 2018:123. www.engineeringuk.com/research/engineeringuk- repor t. Accessed 7 August 2018. 38% 3 Summar y Statistics for Schools in Scotland, No. 8: 2017 Edition. 38% of dads lie to their boss to take time off Gov.scot. www.gov.scot/Publications/2017/12/3099/348575. Published 2018. Accessed 7 August 2018. 7 work to spend with their children 4 National Tables. GOV.UK. www.gov.uk/government/statistics/ permanent-and-fixed-period-exclusions-in-england-2016- to -2017. Published 2018. Accessed 24 August 2018. 5 Girl Guiding UK. Girls’ Attitudes Survey 2014. London: Girlguiding; 2014:13. www.girlguiding.org.uk/globalassets/ docs-and-resources/research-and-campaigns/girls-attitudes- sur vey-2014.pdf.
    [Show full text]
  • Breaking Down Hate Speech UNIT 4
    LESSON PLAN Breaking Down Hate Speech UNIT 4 Essential Question Estimated time: 45 minutes How can you create a community culture in which hate speech is unacceptable, both online and offline? Standards Alignment Common Core: RL.9-12.1-2, Lesson Overview RL.9-12.4, RL.9-12.7-8, Students learn the definition of hate speech and understand how it RL.9-12.10, RI.9-12.1-2, affects individuals, groups, and communities. They learn to recognize RI.9-12.4, RI.9-12.10, hate speech by reading an article or by analyzing a brief video. They W.9-12.2a-f, W.9-12.3a-e, then explore school-wide solutions for addressing hate speech by role- W.9-12.4-6, W.9-12.8-10, playing a student mediation committee and creating guidelines for SL.9-12.1a-d, SL.9-12.2-5, online and offline communities. L.9-12.4a, L.9-12.6 1a-c, 2a, 2b, 2d, 3b, Learning Objectives 3d, 4a-d, 5a-d Students will be able to ... recognize hate speech and its impact on individuals, groups, and communities, both online and offline. Key Vocabulary analyze situations to determine if they constitute hate speech. hate speech: making cruel, create a set of community guidelines for dealing with online and hostile, or negative statements offline hate speech at school. about someone based on their race, religion, national Materials and Preparation origin, disability, age, gender, or sexual orientation Copy the “Hate Speech Corrodes Online Games” article excerpt, one for each student (Teach 1: Option A).
    [Show full text]
  • Knowing Her Name: the Framing of Sexual Assault Victims and Assailants in News Media
    Knowing Her Name: The Framing of Sexual Assault Victims and Assailants in News Media Headlines A thesis submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Communication, College of Arts and Sciences by Tessa Webb B.A. University of Cincinnati, December 2017 Advisor: Nancy Jennings, PhD. Committee: Omotayo Banjo, PhD. and Ronald Jackson, III, PhD. Abstract: By examining how attribution of responsibility is constructed by public opinion, this research determines the discrepancy in the presence of the victim and their sexual assailant in news media headlines. This research is based in the theoretical framework of framing, which will be used to evaluate how electronic news media sources portray these stories and the ways in which they possibly alter truth through agenda setting and priming. Rape myths grow within our society through repetition, so the theoretical basis of the cumulative and cognitive-transactional model of media effects will be utilized in order to focus on the consonance and repetition of themes and messages that occur across media content. A content analysis will examine the ways in which electronic news media headlines are more likely to utilize language of support and use more description for the sexual assailant, as opposed to their victim. Content analyzed will include electronic news media headlines related to the Stanford sexual assault trial. ii iii Acknowledgments: I would first like to acknowledge the support of my advisor, Dr. Nancy Jennings. Your patience and support are the reason why I survived such a harsh topic of research.
    [Show full text]